Gender Differences in Student Engagement among Polytechnic Students

Abstract

Student engagement is widely recognised as a critical determinant of academic achievement, persistence, and learning outcomes, particularly within Technical and Vocational Education and Training (TVET) institutions where active participation is essential for both theoretical and practical learning. This study examined gender differences in student engagement among first-semester diploma students in a Malaysian polytechnic. A quantitative cross-sectional survey design was employed involving 106 students from various diploma programmes. Data were collected using an adapted version of the Student Engagement Instrument developed by Appleton et al. (2006), encompassing six dimensions: lecturer–student relationship, control and relevance of schoolwork, peer support for learning, aspirations and goals, family support for learning, and extrinsic motivation. Descriptive statistics and independent samples t-tests were utilised for data analysis. The findings revealed that students generally demonstrated high levels of engagement, with the highest mean scores recorded for aspirations and goals, family support for learning, and lecturer–student relationship. In contrast, extrinsic motivation recorded the lowest mean score, indicating that students were primarily driven by intrinsic and relational factors rather than external rewards. Independent-samples t-test results showed no statistically significant gender differences in lecturer–student relationship, control and relevance of schoolwork, peer support for learning, family support for learning, and extrinsic motivation. However, a significant gender difference was identified in the aspirations and goals dimension, with male students reporting higher levels of aspirations and goals than female students. The findings suggest that gender has limited influence on most aspects of student engagement within the polytechnic context, although differences may exist in students’ future educational aspirations and goal orientation. The study contributes to the growing body of literature on student engagement in TVET and provides evidence to support the implementation of inclusive engagement strategies that foster positive learning experiences and academic success for all students.